JL174 Grammar 6 Student Book

A g 10 es +

The Grammar 6 Student Book teaches grammar, spelling, and punctuation.

The Grammar 6 Student Book is designed specifically for use with the Grammar 6 Teacher’s Book. Together, they follow on from the Grammar 1 to 5 Student and Teacher’s Books and provide the next year of grammar, spelling, and punctuation teaching. The Grammar 6 Student and Teacher’s Books are the final books in the series.

The spelling lessons in the Grammar 6 Student Book not only teach many new spelling patterns, but further extend the students’ knowledge of multisyllabic words. Regular activities ensure that the students are not only able to spell these words correctly, but also understand the words’ meanings and use them in context. In the grammar lessons, the students continue to refine and expand upon their existing knowledge: for example, by learning about linking verbs, gerunds, and relative pronouns. The students are also introduced to many new concepts, including formal and informal writing and the active and passive voice. In addition, the students build upon their knowledge of sentence structure by learning about direct and indirect objects, as well as complex sentences. All of this knowledge helps the students to bring clarity to their writing.

in print letters

The Grammar 6 Student and Teacher’s Books cover the following areas: parsing and sentence walls, the active and passive voice, past participles as adjectives, formal and informal writing, Grammar 6 Student Book

paragraph structure and cohesion, colons and semicolons, simple, continuous, and perfect tenses, countable and uncountable nouns, prepositional phrases as adjectives, coordinating and subordinating conjunctions, simple, compound, and complex sentences,

in print letters

modal verbs and adverbs, indirect objects, relative clauses, imperatives, linking verbs, alliteration, adverbials, gerunds, idioms... ...and much more. © Sue Lloyd and Sara Wernham 2017 (text) © Lib Stephen 2017 (illustrations) Printed in China. All rights reserved

Jolly Learning Ltd www.jollylearning.com info@jollylearning.co.uk 82 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Fax: +1-802-864-7626 Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696

JL174_GSB6_AEprint_cover.indd 1

ISBN 978-1-844145-17-1

ËxHSLIOEy145171z Reference: JL174

Sara Wernham and

Sue Lloyd

Illustrated by

Lib Stephen

15/08/2018 14:06

Indirect Objects and Sentence Walls In each sentence, underline the verb in red. Then identify the subject, direct object, and indirect object. The indirect object is the person or thing to whom or for whom the verb action is done. o

s

She told her neighbors the exciting news.

Bill’s father sent him an interesting book.

Dad read the children a bedtime story.

Aunt Jill and Sam threw Liz the rope.

My cousin made me a beautiful dress.

He wrote his girlfriend some poems.

Grandpa bought the baby a toy octopus.

Their grandparents sang the babies a lullaby.

Firmly, the centurion gave the soldiers an order.

The twins immediately took their mother the note.

I patiently knitted Grandma a beige hat and scarf.

Excitedly, Alex and Meg showed Uncle Jim the photos.

Now choose one of the sentences and write it on the sentence wall. Put the indirect object and anything that describes it in the same box, but put the indirect object first and the other words underneath, and join them with a diagonal line.

subject

verb

object

indirect object

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Subordinating Conjunctions

Conjunctions

Unlike coordinating conjunctions, which join together clauses of equal importance, a subordinating conjunction joins the “main” or “independent” clause in a sentence to a less important “subordinate” or “dependent” one.

A subordinate clause starts with a subordinating conjunction and always contains a verb and subject. In each clause below, underline the conjunction in purple and the verb in red, and identify the subject.

s

because they offered to help

unless you accompany me

whereas Ben preferred chocolate

until we achieve our goal

while you are painting the ceiling

when the horses neigh

although she had some interruptions

once we have arrived

whether you call it soccer or football

if I embarrassed you

Complete these sentences by matching each subordinate clause above to the correct main clause below.

It is the same game I thanked my friends I am really sorry We will not give up His sisters loved ice cream I will be holding the ladder Sam finished her work We can unpack our things Miss Beech says I cannot go The donkeys often bray 49 JL174_GSB6_AEprint_pp49_64.indd 49

14/08/2018 21:04

‹ough› cough dough

One of the trickiest spellings in English is ‹ough›, because it can say a number of different sounds. Match the Spelling List words to the sounds below.

/uff/

/ou/

bough rough /o/

tough bought though through

/oa/ /off/

enough drought

/oo/

although doughnut sought thorough throughout overwrought breakthrough afterthought

Which sound does ‹ough› make in the “tricky” pasts below, and how would you write them in the present tense? If you’re not sure, look them up in a dictionary; then write the answers in the wheelbarrow.

ough bought brought fought sought thought

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?.?.?

Questions and the Verb “To Do”

?.?.?

One way to write a question is to put the auxiliary verb at the beginning of the sentence (Will you go to the party?). There are no auxiliaries in the simple past and present tenses so we add “do,” “does,” or “did” at the beginning instead and put the main verb in its infinitive form.

Rewrite these statements as questions using the verb “to do.”

I like bananas more than apples.

Do I like bananas more than apples?

Do you?

We made pancakes for breakfast.

Did I?

They went home after the party.

He builds boats for a living.

You ran away from the fierce dog.

Does she?

The rain stopped during the concert.

Negative questions using “to do” are usually contracted to “don’t,” “doesn’t,” and “didn’t” in everyday speech. Rewrite these questions, contracting the verb each time.

“Did I not lock the door?” said Dad, anxiously.

“Didn’t I lock the door?” said Dad, anxiously.

“Do you not know Sam?” they asked in surprise.

Didn’t he?

Don’t they?

“Did we not meet John two years ago?” I queried.

“Does she not play tennis on Saturdays?” wondered Beth.

“Did they not tell you about their trip?” asked Grandpa.

Doesn’t it?

“Did you not see the thief?” quizzed the police officer.

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‹-ity› ‹-ety› Which words in the Spelling List mean something that has the quality of these adjectives?

able

activity ability

curious

purity

various possible

reality

anxious

security

social

identity

opportune generous

safety

responsible

anxiety ‹-ety›

‹-ity›

Are these words spelled ‹-ity› or ‹-ety›? Add the correct suffix to complete each word.

variety society entirety subtlety

saf

pur

subtl

opportunity real

activ

entir

ident

curiosity secur

familiar

possibility

familiarity generosity responsibility 83

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‚ne› for /n/

Find the words from the Spelling List.

n i m a g i n e b y g o g v n

b m e h r n e o e x a m e i g

y a d e t e r m i n e d n m o

g b i r u z o a s l x g u a n

o y c o m d i s c i p l i n e

n g i w i e n c i n m c m y s

n i n e g t e u p e i k a o s

o n e x r e v l l b g n o n e

m e x a a r e i n y r t n e m

e f e m i n i n e g a u f q a

n a n i n d h e r o i n e u s

g m u n e o r p t n s d m i c

i m g e n u i n e e h o i n u

n a o n g i u f a m i n e r l

Which is the correct antonym for each pair of synonyms?

Use a thesaurus to help you, if necessary.

1. false, fake A. undone B. determined C. genuine 2. villain, rogue A. famine B. heroine C. migraine 3. all, everything A. one B. anyone C. none 4. recent, modern A. bygone B. feminine C. masculine

p s n r i n e n g i n e t h i

one none gone engine imagine undone anyone famine heroine examine bygone genuine medicine feminine masculine discipline migraine determined 95

JL174_GSB6_AEprint_pp81_96.indd 95

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A g 10 es +

The Grammar 6 Student Book teaches grammar, spelling, and punctuation.

The Grammar 6 Student Book is designed specifically for use with the Grammar 6 Teacher’s Book. Together, they follow on from the Grammar 1 to 5 Student and Teacher’s Books and provide the next year of grammar, spelling, and punctuation teaching. The Grammar 6 Student and Teacher’s Books are the final books in the series.

The spelling lessons in the Grammar 6 Student Book not only teach many new spelling patterns, but further extend the students’ knowledge of multisyllabic words. Regular activities ensure that the students are not only able to spell these words correctly, but also understand the words’ meanings and use them in context. In the grammar lessons, the students continue to refine and expand upon their existing knowledge: for example, by learning about linking verbs, gerunds, and relative pronouns. The students are also introduced to many new concepts, including formal and informal writing and the active and passive voice. In addition, the students build upon their knowledge of sentence structure by learning about direct and indirect objects, as well as complex sentences. All of this knowledge helps the students to bring clarity to their writing.

in print letters

The Grammar 6 Student and Teacher’s Books cover the following areas: parsing and sentence walls, the active and passive voice, past participles as adjectives, formal and informal writing, Grammar 6 Student Book

paragraph structure and cohesion, colons and semicolons, simple, continuous, and perfect tenses, countable and uncountable nouns, prepositional phrases as adjectives, coordinating and subordinating conjunctions, simple, compound, and complex sentences,

in print letters

modal verbs and adverbs, indirect objects, relative clauses, imperatives, linking verbs, alliteration, adverbials, gerunds, idioms... ...and much more. © Sue Lloyd and Sara Wernham 2017 (text) © Lib Stephen 2017 (illustrations) Printed in China. All rights reserved

Jolly Learning Ltd www.jollylearning.com info@jollylearning.co.uk 82 Winter Sport Lane, Williston, VT 05495, USA Tel: +1-800-488-2665 Fax: +1-802-864-7626 Tailours House, High Road, Chigwell, Essex, IG7 6DL, UK Tel: +44 20 8501 0405 Fax: +44 20 8500 1696

JL174_GSB6_AEprint_cover.indd 1

ISBN 978-1-844145-17-1

ËxHSLIOEy145171z Reference: JL174

Sara Wernham and

Sue Lloyd

Illustrated by

Lib Stephen

15/08/2018 14:06